臺灣博碩士論文加值系統

師生關係是學校教育環境中重要的一部分，對於教育有著重要的意義，相關研究指出師生關係會影響教師的教學效果、學生的學習興趣及學習成就，因此建立良好的師生關係是班級經營的一項重點。本研究以PISA 2018學生問卷中關於師生關係之「教師支持」及「教師熱忱」量表來進行探討，由於在教師支持與教師熱忱量表中，學生對不同情況應會有程度或結構上之差異，因此決定使用潛在類別分析，根據學生的測驗反應情形進行分組，檢視學生覺知不同教師支持與教師熱忱分類後之組型與閱讀素養分數之關聯，並納入性別背景變項進行後續分析，進而提供臺灣教師培育學生的參考資訊。研究結果顯示以下：

（一）整體來說，臺灣學生覺知教師對其課業上有著高頻率的支持，對教師具有教學熱忱上也有高頻率的同意。
（二）學生覺知教師支持及熱忱組型在類別分為4類模式較為適配，根據此四類學生的作答機率組型分別命名為高
支持高熱忱（59.4%），高支持低熱忱（21.3%），低支持高熱忱（9.7%），（低支持低熱忱9.6%）。高
支持高熱忱類型的學生閱讀素養分數最高，而低支持低熱忱的學生閱讀素養分數最低。
（三）學生性別差異與覺知教師支持及教師熱忱之組型關聯並未達顯著差異。
（四）透過對應分析可發現無論教師的教學熱忱程度高低，教師如給予學生的學習幫助較少，則該類學生的閱讀素
養依舊相對較低。

The teacher-student relationship is an important part of the school's educational environment and for education it’s significant. Relevant studies have pointed out that the teacher-student relationship will affect the teaching effect of teachers, students' learning interests and learning achievements. Therefore, establishing a good teacher-student relationship is one of the important class management. The study focuses on reading literacy and students’ perception of teacher support and teacher enthusiasm in PISA 2018 Student Questionnaire. Since students should have differences in degree or structure in different situations in the Teacher Support and Teacher Enthusiasm Scale, therefore, decided to use Latent Category Analysis (LCA) to group students according to their test responses for analysis. The correlation between reading literacy scores and gender background variable is also included in the follow-up analysis in order that it can provide the related reference information for teachers in Taiwan to cultivate students. The results of the study showed the following:
(1) Overall, Taiwanese students perceive that teachers have high frequency of support for their schoolwork,
and high frequency of agreement with teachers in terms of teaching enthusiasm.
(2) Students perceive that the teacher support and enthusiasm group is more suitable in four categories.
According to the four types of students’ answering probability groups, they are named as high support
and high enthusiasm (59.4%), high support and low enthusiasm (59.4%). 21.3%), low support high
enthusiasm (9.7%), (low support low enthusiasm 9.6%). Students with high support and high enthusiasm
have the highest reading literacy scores, while students with low support and low enthusiasm have the
lowest reading literacy scores.
(3) There was no significant difference in the typological associations between students' gender and
perceived teacher support and teacher enthusiasm.
(4) Through the corresponding analysis, it can be found that regardless of the level of teaching enthusiasm
of teachers, if teachers give less help to students in schoolwork, the reading literacy of this kind of
students is still relatively low.

目 錄
摘要 i
英文摘要 ii
謝辭 iv
目錄 v
表次 vi
圖次 vii

第一章 緒論 1
第一節 研究動機 1
第二節 研究目的與問題 5
第三節 名詞釋義 6
第二章 文獻探討 8
第一節 教師、教師支持及教師熱忱對學生學習的關聯性及相關研究 8
第二節 師生互動與閱讀教育的性別差異 11
第三節 潛在類別模式之簡介 14
第三章 研究方法 16
第一節 研究流程 16
第二節 研究對象 17
第三節 研究變項 17
第四節 資料分析方法 23
第四章 研究結果 25
第一節 臺灣學生覺知的教師支持及教師熱忱與閱讀素養表現情形 25
第二節 探討臺灣學生所覺知的教師支持及教師 30
第三節 不同性別和覺知教師支持及教師熱忱組型之關聯情形 35
第四節 不同教師支持及教師熱忱的組型的閱讀素養差異情形 36
第五節 不同教師支持及教師熱忱組型與閱讀素養水準的關聯情形 37
第五章 結論與建議 38
第一節 研究結論 39
第二節 研究限制 41
第三節 建議 42
參考文獻 43

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